Tài liệu Sgv tieng anh 10 thi diem (t2)

BỘ GIÁO DỤC VÀ ĐÀO TẠO HOÀNG VĂN VÂN (Tổng Chủ biên) – HOÀNG THỊ XUÂN HOA (Chủ biên) ĐẶNG HIỆP GIANG – PHAN HÀ – HOÀNG THỊ HỒNG HẢI KIỀU THỊ THU HƯƠNG – VŨ THỊ LAN – ĐÀO NGỌC LỘC Với sự cộng tác của DAVID KAYE TẬP HAI NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON CONTENTS Page INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III UNIT 6: GENDER EQUALITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6T UNIT 7: CULTURAL DIVERSITY ..................................... 16T UNIT 8: NEW WAYS TO LEARN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26T REVIEW 3 ............................................................. 36T UNIT 9: PRESERVING THE ENVIRONMENT . . . . . . . . . . . . . . . . 38T UNIT 10: ECOTOURISM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48T REVIEW 4 ............................................................. 58T GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 II ,1752'8&7,21 TIENG ANH 10 is the first of a three-level English language set of textbooks for the Vietnamese upper secondary school. It follows the systematic, cyclical and theme-based curriculum approved by the Minister of Education and Training on 23rd November 2012. The aim of this set of textbooks is to develop students’ communicative competence in listening, speaking, reading and writing so that when finishing upper secondary school, students will achieve level three of the Vietnamese Foreign Language Competence Framework (equivalent to B1 in the Common European Framework of Reference for Languages). Tieng Anh 10 is divided into two volumes: Tieng Anh 10 Volume 1 and Tieng Anh 10 Volume 2. 7+(&20321(1762)7,(1*$1+9ROXPH The complete learning set of TIENG ANH 10 Volume 2 consists of the STUDENT’S BOOK, TEACHER’S BOOK, WORKBOOK, and CD. STUDENT’S BOOK The Student’s Book contains: • a book map which provides information about the sections of each unit and the structure of the book • 5 topic-based units, each comprising 5 sections taught in eight 45minute lessons • 2 review lessons, each providing revision and further practice of the preceding units, taught in two 45-minute lessons • Glossary providing phonetic transcription of the new words in the units and their Vietnamese equivalents TEACHER’S BOOK The Teacher’s Book gives full procedural notes for teaching different parts III ,1752'8&7,21 of each unit and suggestions for the teaching techniques which teachers could use depending on their teaching contexts. It also provides the answer keys to the exercises in the Student’s Book and the audio scripts. WORKBOOK The Workbook mirrors and reinforces the content of the Student’s Book. It offers further practice of the language and skills taught in class, and four additional tests for students’ self-assessment. CD The CD includes the audio for the listening activities and recording of the reading passages. 7+(&20321(1762)($&+81,7 Student’s Book Volume 2 consists of 5 units. At the beginning of each unit, the language points and subskills to be taught are clearly stated. Each unit has five sections that should be taught in eight 45-minute lessons. These theme-based units are designed to provide students with memorable lessons and enjoyable learning experience. SECTION 1: GETTING STARTED GETTING STARTED is the first section of the unit. It begins with a conversation which introduces the overall topic of the unit, the basic vocabulary and the main grammatical structures. The conversation is followed by a number of activities for checking students’ comprehension and practising the vocabulary and grammatical structures presented in this section. SECTION 2: LANGUAGE The LANGUAGE section comprises of three sub-sections: Vocabulary, Pronunciation and Grammar. In the Vocabulary and Grammar subsections, some of the vocabulary items and the grammar points presented in GETTING STARTED are now practised in more depth and some new ones IV ,1752'8&7,21 are presented to expand students’ vocabulary and grammar knowledge for use later in the unit. In the Pronunciation sub-section, students are given opportunities to practise different word stress patterns which are thought to be difficult for them. When teaching these sub-sections, it is advisable that the three aspects of a new language point – form, meaning and use – are paid due attention to. Word collocation is also a focal point in the Vocabulary sub-section. The 'Do you know …?' box summarises the three aspects of the grammar points and provides examples, while the “Watch out” box gives clues about the use of the grammar points presented and learnt in the section, or provides additional grammar points. SECTION 3: SKILLS The SKILLS section consists of four sub-sections: Reading, Speaking, Listening, and Writing. Those four skills are practised around the main topic of the unit, and each skill focuses on a different aspect of the topic. 5HDGLQJ This section is intended to develop students’ reading abilities. It provides them with language and ideas about the topic through the reading text, which they can use later in the Speaking or Writing lessons. Although the division between the stages is not explicit, the Reading subsection follows a three-stage teaching procedure: pre-reading, whilereading and post-reading. On average, there are four or five activities in each Reading lesson. The first activity is actually the pre-reading stage. It introduces the topic of the reading text, providing students with an opportunity to brainstorm on the topic or activating their own knowledge about it. It also helps get students involved in the reading lesson. The next two or three activities are the while-reading stage. The most useful reading skills of skimming, scanning, understanding word meaning in context, referencing, etc. are practised through various types of tasks such as 'deciding the best title for the text', multiple choice, true/false, comprehension questions and gap-filling. The last activity in the reading V ,1752'8&7,21 sub-section is the post-reading stage. It usually consists of a discussion activity which asks students to give their own ideas or opinions on, or share their own experience with their partners about the issue presented in or related to the reading text. This helps students both understand the text more thoroughly and practise the language used in the text. 6SHDNLQJ The Speaking sub-section follows Reading, so students can use the ideas and apply the language they learn in their speaking activities. There are three or four activities in this subsection. Although much of the needed vocabulary and grammatical structures for the speaking tasks are presented and practised in Sections 1 and 2, the speaking activities are organised and sequenced in such a way that they are closely linked with the preceding activity as a preparation for the one following it. The activities become less and less controlled in the flow of the lesson. The language and ideas are built up through the continuation of activities and examples are given when necessary, so that in the last activity students are fully prepared for their free production of the language on the given topic. In all speaking activities, students are encouraged to apply and share their own knowledge and experience to talk about the topic; therefore, the learning is highly personalised. /LVWHQLQJ Like Reading, the Listening sub-section also consists of four or five activities representing the three stages of the lesson: pre-listening, while-listening, and post-listening. The first activity is to draw students’ attention to the topic of the lesson, making them interested in the content of the listening text. This is also a chance for students to share with their peers their background knowledge related to the topic. The following two activities provide students with practice of the skills of listening for gist and/or listening for details. There are also tasks that help students learn new vocabulary or the new meaning of the vocabulary learnt previously in meaningful contexts. The most common task types are true/false, multiple choice, comprehension questions, etc. The last activity, which can be considered as a post-listening one aims at checking students’ listening comprehension and asking them to express their opinions of the content of the listening text. VI ,1752'8&7,21 :ULWLQJ When students learn to write in English, the two biggest problems they usually experience are lack of ideas and lack of necessary language to express ideas. The Writing subsection prepares students to cope with both of those. It often begins with a pre-writing activity that presents the topic and gives students an opportunity to brainstorm ideas related to the given topic. In the following activity, useful phrases are presented and practised so that students can use them later. Sometimes, a model text is presented with one or two tasks for students to study its structure and format before producing their own text. This approach to writing gives students some guidance so that they feel more confident and are better prepared for the writing task. SECTION 4: COMMUNICATION AND CULTURE This section is divided into two subsections: Communication and Culture. The Communication subsection provides students with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit. The skills are integrated: speaking with either reading or listening, or with both. After getting some input from the reading or listening activities, students are engaged in a discussion about the issue brought up in the reading or listening texts. Compared to the speaking activities in the Speaking lesson, speaking in this Communication subsection is less controlled. Students are encouraged to apply what they have learnt to communicate their ideas and opinions freely. Extra vocabulary is provided in this subsection if necessary. The Culture subsection is aimed at providing students with cultural knowledge of the ASEAN countries and English speaking countries around the world. Through reading, students get information about cultural aspects to the topic of the unit and have a chance to compare features of Vietnamese culture with those of other countries. This will broaden students’ background knowledge about the world and deepen their knowledge about the culture of Vietnam. SECTION 5: LOOKING BACK & PROJECT This section consists of two subsections: Looking back and Project. VII ,1752'8&7,21 The Looking back subsection is designed for revision and consolidation of the language learnt in the unit. It begins with a pronunciation activity which aims at checking students’ ability to recognise the sounds or the pronunciation points they have learnt. The words or phrases containing the sounds or pronunciation points are often those that students have met in other parts of the unit or taken from the reading or listening texts. The vocabulary and grammar activities focus on the main vocabulary and grammar points learnt in the unit and are aimed at checking students’ understanding of the meaning and use of those words or structures. Students are also given a chance to apply them in their own speech in the last activity of this subsection, which can be a free discussion or some other communication activity. The Project is the last part of the unit. It is aimed at providing students with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation. Students are asked to do a survey or research to get real information about their friends, their neighbourhood or to broaden their knowledge about the real world. The project tasks often involve teamwork so that students’ collaborative skills are developed and their team spirits are enhanced. Much of the work for the Project is to be done outside the class, at home or during break time. The teacher can also put aside some class time for students to share the results of their project work. NOTES ON TEACHING METHODOLOGY - The teaching of both the language skills and language elements follows a three-stage procedure. The pre-, while-, and post-stage procedure is recommended for the skill lessons and the presentation– practice-production (PPP) procedure for the language lessons. Both procedures should be handled appropriately with respect to the prior VIII ,1752'8&7,21 knowledge, beliefs and expectations that students bring to class and the need to develop awareness, self-reflection, critical thinking and learning strategies. - Students’ talking time should be maximized and interactions between students should be facilitated. The teacher can use different question types to elicit ideas from students and guide them in the process of practising the language. - Vocabulary and grammatical items should be presented and practised in meaningful contexts. Focus should be on use as well as form and meaning. - The use of pairwork and groupwork should be used appropriately so that students have more opportunities to practise the language in class. However, input should be provided with clear instruction and demonstration before asking students to work in pairs or groups. - The use of groupwork should also be used to help develop students’ team spirit and teamwork skills. Due attention should be paid to both cooperation and competition when having students work in pairs or groups. - Problems of mixed-ability classes should be dealt with by using multi-tiered tasks so that students are assigned tasks suitable for their levels. In that way, both the weaker and the better students will be encouraged to contribute to the lesson. IX %22.0$3 UNIT Topic Vocabulary Pronunciation Grammar Unit 6 Gender Equality Words and phrases related to gender equality Stress in two-syllable words The Passive voice with modals Unit 7 Cultural Diversity Words and phrases related to traditions, cultural characteristics and superstitions Stress in two-syllable words with derivatives - Comparative and superlative adjectives New Ways to Learn Words and phrases related to - Electronic devices that can help us learn - Using the Internet to learn English Stress in three-syllable adjectives and verbs Relative clauses: defining and nondefining clauses with ‘who’, ‘that’, ‘which’ and ‘whose’ Unit 9 Preserving the Environment Words and phrases related to environmental impacts and ways to protect the environment Stress in three-syllable nouns Reported speech Unit 10 Ecotourism Words and phrases related to the importance, benefits and principles of ecotourism Stress in words of more than three syllables Conditional sentences types 1 and 2 Unit 8 - Articles REVIEW 3 REVIEW 4 X %22.0$3 Reading Speaking Listening Writing Culture Project Reading for general ideas and specific information about gender equality in employment Talking about equal job opportunities Listening for specific information about wage discrimination Writing about the disadvantages of working mothers Gender equality in the United Kingdom Do a survey about gender equality in the class / school Reading for specific information about superstition in Viet Nam Comparing traditions and customs in two countries and discuss those of Viet Nam Listening for specific information about the wedding traditions of a small community in the USA Writing about some typical characteristics of the Vietnamese people Gift-giving in the UK and the ideas of success in the USA and in Viet Nam Prepare a presentation about some aspects of Vietnamese culture Reading for general ideas and specific information about new ways to learn English Talking about how electronic devices can help us learn Listening for specific information about instructions on how to access and use online English language materials Writing about the advantages of electronic devices as learning tools New ways to learn in the USA Do a survey to find out how students use electronic devices to learn English Reading for general ideas and specific information about threats to the natural environment Talking about the environmental impacts of human activities Listening for gist and specific information in a student’s talk on environmental impacts and their effects Writing about environmental problem and give some practical advice on how to preserve the environment The World Wide Fund for Nature (WWF) Prepare a presentation about environmental problems of the local area and an action plan to deal with them Reading for general ideas and specific information about the benefits and principles of ecotourism Talking about what tourists can do on an eco tour Listening for gist and specific information about ecotourism Writing a travel brochure promoting an eco tour Problems with ecotourism in Viet Nam and Africa Do a survey to find out students’ experience in ecotourism XI Unit *(1'(5(48$/,7< *(77,1*67$57(' (TXDORSSRUWXQLWLHVLQHGXFDWLRQ 7KLVXQLWLQFOXGHV LANGUAGE Vocabulary Words and phrases related to gender equality Pronunciation Stress in two-syllable words Grammar The passive voice with modals SKILLS Reading for general ideas and specific information about gender equality in employment Talking about equal job opportunities Listening for specific information about wage discrimination Writing about the disadvantages of being a working mother  Listen and read. Lan: Can we start working on the class project ‘Equal Opportunities in Education’? Quang: OK, let’s see what information we have found on our topic. Minh: Please go ahead, Quang. Quang: Well, according to a United Nations report, sub-Saharan Africa had only 82 girls enrolled per 100 boys in secondary school in 2010. I suppose this is an example of gender discrimination in education. Lan: Yes, I agree. Not all girls can go to school. I guess they may be kept home to do housework. Quang: Sure. In rural areas, girls might be forced to work at home and in the fields. Minh: Some people say that girls perform worse at school than boys, so they shouldn’t be allowed to go to school. Quang: I’m afraid I disagree. I think girls do better at school than boys and more women than men have college degrees. Lan: 6 Exactly. In Viet Nam, there are slightly more boys than girls in both primary and secondary schools, but more women than men earn college degrees. 8QLW*HQGHU(TXDOLW\ COMMUNICATION AND CULTURE Gender equality in the United Kingdom Minh: Mi h I believe gender discrimination b li d di i i i iin education starts at home because parents treat boys and girls differently. Quang: I couldn’t agree more. Gender discrimination should be eliminated so that everyone has equal opportunities in education.  Read the conversation again. Decide if the following statements are true (T), false (F) or not given (NG). Tick the correct boxes. T 1. Lan, Quang and Minh are working on the class project ‘Equal Opportunities in Employment’. 2. Quang is talking about the enrolment rate in secondary school in sub-Saharan Africa in 2013. 3. Lan thinks girls may be kept home to do housework. 4. In general, girls do better than boys at all levels of education. 5. Minh believes gender discrimination in education starts at home because parents treat boys and girls differently. F NG 2%-(&7,9(6 By the end of this unit, Ss can use lexical items related to the topic Gender Equality pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context understand and use the passive voice with modals read for general ideas and specific information about gender equality in employment exchange opinions about equal job opportunities for men and women listen for specific information about wage discrimination write about the disadvantages of being a working mother understand and talk about the present situation of gender equality in the United Kingdom *(77,1*67$57(' (TXDORSSRUWXQLWLHVLQHGXFDWLRQ Lead-in: Inform the class of the lesson objectives: getting to know the topic, the vocabulary related to Gender Equality and the passive voice with modals. Ask Ss what they think about when they see or hear the words ‘gender’, ‘equality’ and ‘gender equality’. Elicit Ss’ answers. Suggested answers I think of men and women. I think of the word same. I think that men and women should be treated the same way and given the same opportunities.  Ask Ss to look at the picture and answer questions about it: Suggested questions - Who do you see in the picture? - Where do you think they are? - What are they doing? Play the recording. Ask Ss to listen and read.  Ask Ss to work individually first and then in pairs to decide if the statements are true (T), false (F) or not given (NG). Encourage Ss to provide reasons for their answers. Ask them to refer back to the conversation to get the necessary information. Check Ss’ answers and give explanations. Key 1. F 2. F 3. T 4. NG 5. T Note: The enrolment rate in sub-Saharan Africa is taken from The Millennium Development Goals Report 2012 (United Nations) www.un.org/.../pdf/MDG%20Report%202012.pdf 8QLW*HQGHU(TXDOLW\ 6T  Read the conversation again and answer the questions. 1. What was the enrolment rate in sub-Saharan African in 2010? 2. Why can’t girls go to school according to Quang? 3. What is the enrolment rate in schools in Viet Nam? 4. We do not allow any kind of _________________ against women and girls. 5. Our family members have _________________ rights and responsibilities. 6. Most parents don’t want to find out the _________________ of their babies before birth. 4. Who earns more college degrees in Viet Nam? 5. Why should gender discrimination be eliminated? /$1*8$*( 9RFDEXODU\  Match each word with its definition. Then practise reading the words out loud. 1. equal (adj) a. arrange to join a school officially 2. gender (n) b. unfair treatment based on gender, age or race 3. eliminate (v) c. make somebody do the things they don’t want 3URQXQFLDWLRQ 4. enrol (v) d. having the same quantity or value as other people  5. force (v) e. get rid of 6. discrimination (n) ff. the h ffact off b being i male l or female  Complete the following sentences using the words given in . 1. This year, more girls are expected to _________________ in the first grade. 2. Many young people are not interested in sports. I have to _________________ my sons to play tennis or go swimming. 3. The Vietnamese government has done a lot to _________________ hunger and poverty. 7 8QLW*HQGHU(TXDOLW\ Listen and repeat. enrol woman housework agree system college gender treatment allow perform equal promote  Listen again and put a mark (') before the stressed syllable.  Put the words in the right box according to their stress patterns. Stress on first syllable Stress on second syllable  Ask Ss to read the conversation again and think of the answers to the questions. Have them work with a partner and switch roles to ask and answer. Check the answers and provide the correct ones if necessary. 3URQXQFLDWLRQ  Play the recording and let Ss listen and follow. Play it again with pauses for Ss to repeat each word chorally. Give the meaning of the words if necessary. Help Ss distinguish two-syllable words with stress on the first or second syllable. Key 1. Only 82 girls enrolled per 100 boys in secondary school. 2. Because they might be forced to work at home and in the fields. 3. There are slightly more boys than girls in both primary and secondary schools. 4. Women do. 5. Gender discrimination should be eliminated so that everyone has equal opportunities in education. /$1*8$*( 9RFDEXODU\  Ask Ss to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f). If Ss need support, ask them to use the context of the conversation to help them choose the correct meaning for each word. Check answers as a class. Key 1. d  2. f 3. e 4. a 5. c 6. b Ask Ss to work individually first, and then check with a partner. Make sure that Ss have the right answers by going over all the answers in class. Allow Ss to look up the words in the glossary, if necessary. Key 1. enrol 3. eliminate 5. equal 2. force 4. discrimination 6. gender Notes: 3 Explain that many two-syllable nouns and adjectives have stress on the first syllable. For example, nouns: artist, driver, brother, sister, women and children; adjectives: friendly, famous, lovely, harmful and useless. Some exceptions: asleep, alone, hotel, guitar, mistake and machine. (These adjectives and nouns have stress on the second syllable.) Many two-syllable verbs have stress on the second syllable. For example, remove, dislike, become, escape, forget, relax and enjoy. Some exceptions: cancel, copy, answer, enter, offer, listen, happen and open. (These verbs have stress on the first syllable.) Ask Ss to work in pairs and take turns reading the words.  Play the recording again. Ask Ss to put a mark (') before the stressed syllable in each word.  Have Ss work individually to put the words in the right box according to their stress patterns. Check as a class. Key Stress on first syllable Stress on second syllable 'woman, 'gender en'rol, per'form 'treatment, 'housework, 'equal a'gree 'college, 'system a'llow, pro'mote /(6621287&20( • Ask Ss: What have you learnt today? What can you do now? • Elicit answers: I can use some words and phrases related to the topic Gender equality. 8QLW*HQGHU(TXDOLW\ 7T *UDPPDU   C hoose the right modals in brackets to complete the sentences. 1. Some people think married women (shouldn’t / mustn’t) pursue a career. 2. We (must / should) stop when the traffic lights are red. 3. ‘(May / Mustn’t) school boys study needlework and cookery?’ ‘Yes, of course.’ 4. Remember to bring a raincoat with you. It (might / would) rain later. 5. (Will / Shall) you talk to your parents before you decide to join the police forces, Mai? 6. You (mustn’t / won’t) pick those flowers. Don’t you see the sign? Rewrite the following sentences, using the passive voice. 1. Our class might choose Lan to represent us in the School Youth Union. 2. Will they teach Korean in our school next year? 3. The students must follow the instructions strictly. 4. Very young children shouldn’t eat sugary food. 5. They should give men and women equal rights to education and employment. 6. Hopefully, scientists will discover a planet similar to Earth. 7. I think we can reduce discrimination against women and g girls. Do you know ...? The Passive Voice with Modals 7. My brother is good at cooking and he (can / might) cook very delicious food. Do you know ...? Modal Verbs can could may would must shall Active Voice Rule Example might will   Read R  ead the following sentences from GETTING 1. I guess they may be kept home to do housework. 2. They might be forced to work at home and in the fields. 3. Some people say that girls perform worse at school than boys, so they shouldn’t be allowed to go to school. 4. Gender discrimination should be eliminated so that everyone has equal opportunities in education. modal + V modal + be + past participle They may build a new bridge. A new bridge may be built. - We use the passive voice when the agent of the action is not known or not important. - If the agent is known, it can be indicated by a phrase beginning with by. should ought to STARTED. Underline the passive voice with modals. Check with your partner. Example: A new bridge may be built by the local people.  Match each of the words with its meaning. Use a dictionary if necessary. 1. preference (n) a. the act of controlling something; a restriction 2. sue (v) b. the state of feeling sad and alone 3. pursue (v) c. a greater interest in someone / something than someone / something else 4. loneliness (n) d. follow a course or activity in an effort to gain something 5. limitation (n) e. bring somebody to court because they have done something harmful to you 6.,//6 5HDGLQJ *HQGHUHTXDOLW\LQHPSOR\PHQW  8 Look at the symbols. What do they stand for? 8QLW*HQGHU(TXDOLW\ Passive Voice *UDPPDU  Explain to Ss that modal verbs are special verbs that behave differently from other verbs. They are used to express ability, advice, duty, permission, possibility, prohibition or request. Let Ss read the sentences individually and ask them to pay attention to all modal verbs used in the sentences. Have them choose the answers and discuss the meaning of each modal with a partner. Go over all the answers in class. Key 1. shouldn’t (advice) 4. might (possibility) 2. must (duty) 5. Will (request) 3. May (permission) 6. mustn’t (prohibition) 7. can (ability) More notes on modals Modals Functions Examples can, could ability I can’t work as hard as she does. should, ought to advice or duty Boys should / ought to do housework. We should / ought to meet more often. must duty Students must do their homework. can, could, may permission You can have a day off if you’re tired. May I go out? may, might, can, could possibility We can / could / may / might / go out for dinner tonight. can’t, mustn’t, may not prohibition She can’t go out in such cold weather. You mustn’t cheat in the exams. You may not wear slippers to school. may, will, would request Would you mind if I sat here? Will you please take a message?  Ask Ss to read the sentences. Have them underline the passive voice with modals. Let them work with a partner before checking answers as a class. Key 1. may be kept 2. might be forced 3. shouldn’t be allowed 4. should be eliminated  Have Ss work in pairs first, and then write down the correct answers. Observe and offer help if necessary. Key 1. 2. 3. 4. 5. 6. 7. Lan might be chosen (by our class) to represent us in the School Youth Union. Will Korean be taught in our school next year? The instructions must be followed (by the students) strictly. Sugary food shouldn’t be eaten by very young children. Men and women should be given equal rights to education and employment. Hopefully, a planet similar to Earth will be discovered (by scientists). I think discrimination against women and girls can be reduced (by us). /(6621287&20( • Ask Ss: What have you learnt today? What can you do now? • Elicit answers: I can pronounce two-syllable words with stress on the first or second syllable. I can use the passive with modal verbs and the new vocabulary related to Gender equality. 8QLW*HQGHU(TXDOLW\ 8T  Quickly read the text. Choose the best title for it.  a. Brenda Berkman’s Childhood b. A Woman Who Did a ‘Man’s Job’ Read the statements. Decide if they are true (T), false (F) or not given (NG). Tick the correct boxes. c. Gender Equality in Employment T F NG 1. Brenda Berkman was never aware of gender preference in favour of boys. 2. Brenda Berkman passed the written test. As a young girl, Brenda Berkman always dreamt of becoming a firefighter, although she was aware of gender preference in favour of boys. In 1977, she applied for a firefighter’s position at the New York City Fire Department (FDNY). Even though she was a marathon runner, she failed the physical test. But Brenda didn’t give up. She sued New York City and the FDNY for gender discrimination and won. A new ‘fairer’ test was created, so she and 40 other women passed. Brenda’s dream of becoming a firefighter came true. However, she and other female firefighters became the targets of laughter and anger from the co-workers and local people. They were unwelcomed at meals, faced loneliness and even violence. There weren’t any limitations on women’s service at FDNY. The women firefighters had to do exactly the same jobs as their male workers. To pursue a ‘man’s job’ Brenda Berkman and other women had to work very hard. They paid a heavy price to win equality. They were successful and even became the subjects of a documentary called Taking the Heat in 2006. Brenda Berkman’s story shows that gender differences cannot prevent a person from pursuing a job. Success comes to those who have enough courage and will. 9 8QLW*HQGHU(TXDOLW\ 3. After failing the physical test, Brenda Berkman kept silent and went away. 4. She and other female firefighters became the targets of laughter and anger from the co-workers and local people. 5. They paid a heavy price to win equality. 6. Brenda Berkman taught at the FDNY.  Read the text again. Answer the questions. 1. What job did Brenda Berkman want to do as a young girl? 2. What did she do after she failed the physical test? 3. How were she and other female firefighters treated? 4. What jobs did they do at FDNY? 5. What is Taking the Heat? 6. What does Brenda Berkman’s story show?  Discuss the following with a partner. Should a woman do a ‘man’s job’? Why / Why not? 6.,//6  Ask Ss to scan the text to find answers to the 5HDGLQJ questions. *HQGHUHTXDOLW\LQHPSOR\PHQW Let them highlight the key words both in the questions and in the text. Lead-in : Focus Ss’ attention on the heading of the section Gender equality in employment. Ask them to guess what the text is about. Have Ss take turns asking and answering in pairs. Check answers as a class. Inform the class of the lesson objectives: reading for general ideas and specific information about gender equality in employment.   Key 1. She wanted to become a firefighter. Have Ss look at the symbols and answer the questions. 2. She sued New York City and the FDNY for gender discrimination and won. Key They are the symbols of genders, gender equality and gender discrimination. 3. They became the targets of laughter and anger from the co-workers and local people. They were unwelcomed at meals, faced loneliness and even violence. Have Ss match each of the words with its meaning. 4. They had to do exactly the same jobs as all other male firefighters. Encourage them to work individually first, and then check with a partner. Let Ss use a dictionary, if necessary. 5. It is a documentary made in 2006 in which Brenda Berkman and other female firefighters were the subjects. 6. It shows that gender differences cannot prevent a person from pursuing a job. Go over all the answers to make sure they have the correct answers. Key 1. c 2. e 3. d 4. b 5. a  Ask Ss to read the text quickly and find the repeated words and their collocations (e.g. firefighter / firefighter’s / firefighters, female / women / women’s, male / man’s / gender discrimination / gender differences). Explain to Ss that repeated vocabulary in the text may imply its main idea or title. Have Ss skim the text to choose the best title. Key b. A Woman Who Did a 'Man’s Job'  Ask Ss to work in pairs and get ready to report their answers to the class. Call on some Ss to present their opinions. Give comments if necessary. /(6621287&20( • Ask Ss: What have you learnt today? What can you do now? • Elicit answers: I’ve learnt about the difficulties women may have when pursuing a ‘man’s jobs’. I can read for general ideas and specific information about gender equality in employment.  Ask Ss to check if the statements are true (T), false (F) or not given (NG). Have them refer back to the text if necessary. Ask them to underline the key words in the statements and relevant words / phrases in the text. Key 1. F 2. NG 3. F 4. T 5. T 6. F 8QLW*HQGHU(TXDOLW\ 9T 19 6SHDNLQJ (TXDOMRERSSRUWXQLWLHV  Read the following phrases and sentences. Write A if it expresses an agreement and write D if it expresses a disagreement. Add two more expressions / sentences.  a. Work in groups. Discuss if you agree or disagree with the statement ‘Married women should not pursue a career’, using sentences 1-6 as reasons for your agreement or disagreement. b. Note down your group’s discussion. Report the results to the class. 1. ______ I don’t think that ... . 1. Women should stay at home, doing housework and looking after their husbands and children. 2. ______ I agree (that ...). 2. It is boring and tiring to do housework. 3. ______ Yes, but ... . 3. Women often become passive and dependent on their husbands. 4. ______ That’s true. 5. ______ I guess so. 6. ______ Actually, I think ... . 7. __________________________ 8. __________________________  Work in pairs. Do you agree or disagree with the following statements? Tell your partner, using the phrases and sentences in . Example: I don’t think that men are better leaders than women. 1. Men are better leaders than women. 2. Women’s natural roles are care-givers and housewives. 3. Men are traditional decision-makers and bread-winners. 4. Women are more hard-working than men although they are physically weaker. 5. Women may become trouble-makers because they are too talkative. 6. Men are not as good with children as women. 10 8QLW*HQGHU(TXDOLW\ 4. Women will be exhausted if they have to do two jobs: at work and at home. 5. Women usually get less pay than men for doing the same job. 6. Men should share household tasks with their wives. Example: Student A: I think married women should not pursue a career. Student B: I agree. I believe they should stay at home, doing housework and looking after their husbands and children. Student C: Actually, I think they should continue pursuing a career. It is boring and tiring doing housework.